A Metacognição no autodidatismo: um estudo sobre os processos metacognitivos em músicos autodidatas

Abstract

For John Flavell (1976), metacognition is the capacity that people have over their own cognitive processes, through their ability to control these processes, monitoring them, organizing them and modifying them to perform certain tasks. Authors such as Hallan (2001) and Garcia and Dubé (2012) address metacognition in music by emphasizing tutorial teaching, while the works carried out by PESQUISAMUS researchers, such as Serafim (2021) and Cruz and Nascimento (2020) bring the relationship of this construct and music using it for the Collective Teaching of Musical Instruments. In these two cases, these studies are related to music education in formal spaces, not covering metacognition in self-taught musicians, since metacognitive development is related to the interference of a teacher as an instigating agent. Considering that a self-taught musician did not have a teacher, is it possible that the teacher will have a metacognitive experience similar to that of formal musicians? For this, the objective was to measure the metacognitive experience of self-taught and formal musicians so that they could be compared. As a methodological procedure, a self-administered questionnaire was used to measure the metacognitive experience of COMÉGAM musicians (Garcia and Dubé, 2014) in 4 professional musicians, 2 self-taught and 2 formal. The results do not show significant differences between the participants' level of metacognitive experience.